DT>I don't think I am misusing anything. I am referring to qualitative 
DT>research.  Educational research is changing and is no longer dominated 
DT>by measurement, operationalized definition, variables, and empirical 
DT>fact.  Qualitative research has a long history and is an approach that 
DT>is gaining in popularity.  It emphasizes inductive analysis, 
DT>description, and the study of people's perceptions and has begun to play 
DT>a more central role to educational research.  
I don't wish to belabor the point... I understand where 
you're coming from, and most people make most of their
decisions based on exactly this process.  Certainly it 
has a long history and is popular.  None of that aswers
the fundamental criticism, which is that the conclusions
drawn are inferential and certainly not proven in any
real sense.  Inferences are sometimes correct, but often
incorrect as well.  I don't think this is a good way to
operate if you have an alternative process available.
While we, as individuals, have to operate most of the
time on inferences, and draw conclusions based upon
unstructured observation, this is a matter of convenience
only.  One cannot run an experiment every time one wishes
to DO something.  Otoh, there is no sound reason why 
educational principles cannot be, or should not be, 
subjected to a more rigorous criteria.....
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